Book contents
- Multilingualism and Education
- Multilingualism and Education
- Copyright page
- Contents
- Figures
- List of Contributors
- 1 Humanizing Research(ers) and Understanding How Concepts Evolve in Context
- 2 Become a Teacher-Researcher to Find Your Turkish
- 3 Between Languages, Norms and Social Variations
- 4 Learning to Language, Learning to Live:
- 5 A Retrospective Look at Multi/Pluri/Linguistic Transformations
- 6 Multilingualism as Lived, Felt and Evolving through Dialogue and Melody of Life
- 7 Revisiting the “Plurilingual-Intercultural” Orthodoxy
- 8 The Languages That Started to Flourish in Our Childhood, Developed over Time into Beautiful Blooming Meadows
- 9 On the Borderline between Languages and Knowledge
- 10 Multilingualism as Part of Social Reality
- 11 Some Elements of Family History and Language Biography
- 12 My Trajectory in Languages and Language Learning
- 13 Multilingualism as Norm
- 14 From Patois to Inter-comprehension Issues
- 15 Biography, Linguistic Coexistence, and Epistemological Reflection
- 16 Fighting off Zombies in France’s Multilingual Education
- 17 From Language Planning to the Didactization of Plurilingualism
- 18 A Sociolinguistic Biography and Understandings of Bilingualism
- 19 Experiential and Research Journey
- 20 Multimodality and Multilingualism
- 21 Researching Multilingualism and Language Education across Borders and over Decades
- 22 Possible Selves
- 23 Feeling at Home across Languages, Schools and Countries
- 24 From Monolingual Habitus to Plurilingual Education
- 25 My Path toward Awareness of Languages and Linguistic Diversity
- 26 A Personal Journey
- 27 Cultivating Plurilingual Gardens
- 28 Unbecoming a Monolingual Anglophone
- 29 From Plurilingual Experiences to Pluri-Artistic Practices
- 30 A Personal and Professional Journey to Multilingualism
- 31 Journey towards a Translanguaging Pedagogy for Social Justice
- 32 From Language Biography to a Research Life’s Journey
- 33 My Linguistic Biography
- 34 Travelling Back and Forth between Local Language Variation and Global Multilingualism
- 35 A Reflection on Generational Diaspora and Resulting Linguistic Acclimatization
- 36 On Language(s), Education and Dynamic Language Users
- Index
- References
24 - From Monolingual Habitus to Plurilingual Education
Published online by Cambridge University Press: 02 June 2022
Book contents
- Multilingualism and Education
- Multilingualism and Education
- Copyright page
- Contents
- Figures
- List of Contributors
- 1 Humanizing Research(ers) and Understanding How Concepts Evolve in Context
- 2 Become a Teacher-Researcher to Find Your Turkish
- 3 Between Languages, Norms and Social Variations
- 4 Learning to Language, Learning to Live:
- 5 A Retrospective Look at Multi/Pluri/Linguistic Transformations
- 6 Multilingualism as Lived, Felt and Evolving through Dialogue and Melody of Life
- 7 Revisiting the “Plurilingual-Intercultural” Orthodoxy
- 8 The Languages That Started to Flourish in Our Childhood, Developed over Time into Beautiful Blooming Meadows
- 9 On the Borderline between Languages and Knowledge
- 10 Multilingualism as Part of Social Reality
- 11 Some Elements of Family History and Language Biography
- 12 My Trajectory in Languages and Language Learning
- 13 Multilingualism as Norm
- 14 From Patois to Inter-comprehension Issues
- 15 Biography, Linguistic Coexistence, and Epistemological Reflection
- 16 Fighting off Zombies in France’s Multilingual Education
- 17 From Language Planning to the Didactization of Plurilingualism
- 18 A Sociolinguistic Biography and Understandings of Bilingualism
- 19 Experiential and Research Journey
- 20 Multimodality and Multilingualism
- 21 Researching Multilingualism and Language Education across Borders and over Decades
- 22 Possible Selves
- 23 Feeling at Home across Languages, Schools and Countries
- 24 From Monolingual Habitus to Plurilingual Education
- 25 My Path toward Awareness of Languages and Linguistic Diversity
- 26 A Personal Journey
- 27 Cultivating Plurilingual Gardens
- 28 Unbecoming a Monolingual Anglophone
- 29 From Plurilingual Experiences to Pluri-Artistic Practices
- 30 A Personal and Professional Journey to Multilingualism
- 31 Journey towards a Translanguaging Pedagogy for Social Justice
- 32 From Language Biography to a Research Life’s Journey
- 33 My Linguistic Biography
- 34 Travelling Back and Forth between Local Language Variation and Global Multilingualism
- 35 A Reflection on Generational Diaspora and Resulting Linguistic Acclimatization
- 36 On Language(s), Education and Dynamic Language Users
- Index
- References
Summary
As a new immigrant to Canada, Marie-Paule Lory lived the popular “Canadian experience,” including learning and working with English-speaking researchers. Her vision of multilingualism in Ontario is to address the "threat" to the sustainability of the French language while taking the risk of changing teacher practices in multilingual classrooms.
Keywords
- Type
- Chapter
- Information
- Multilingualism and EducationResearchers' Pathways and Perspectives, pp. 202 - 209Publisher: Cambridge University PressPrint publication year: 2022
References
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Chichester: Wiley-Blackwell.Google Scholar
Hawkins, E. (1984). Awareness of Language: An Introduction. Cambridge: Cambridge University Press.Google Scholar
Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik.Google Scholar
Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness 6(2), 163–172.Google Scholar
Little, D. (2004). Democracy, discourse and learner autonomy in the foreign language classroom. Utbildning & Demokrati 13(3), 105–126.Google Scholar
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching 1(1), 14–29.CrossRefGoogle Scholar
Little, D. (2009). Learner autonomy in action: Adult immigrants learning English in Ireland. In Kjisik, F., Voller, P., Aoki, N. and Nakata, Y., eds., Mapping the Terrain of Learner Autonomy: Learning Environments, Learning Communities and Identities. Tampere: Tampere University Press, pp. 51–85.Google Scholar
Little, D. (2021). Language learner autonomy: Rethinking language teaching. Language Teaching 54(4), 64–73.Google Scholar
Little, D. and Kirwan, D. (2019). Engaging with Linguistic Diversity: A Study of Educational Inclusion in an Irish Primary School. London: Bloomsbury Academic.Google Scholar
Little, D., Dam, L. and Legenhausen, L. (2017). Language Learner Autonomy: Theory, Practice and Research. Bristol: Multilingual Matters.Google Scholar
Nicholas, H. (1991). Language awareness and second language development. In James, C. and Garrett, P., eds., Language Awareness in the Classroom. London: Longman, pp. 78–95.Google Scholar
Singleton, D. (2016). A critical reaction from second language acquisition research. In Cook, V. and Wei, Li, eds., The Cambridge Handbook of Linguistic Multi-Competence. Cambridge: Cambridge University Press, pp. 502–520.Google Scholar
Williams, C. (2002). A Language Gained: A Study of Language Immersion at 11–16 Years of Age. Bangor: University of Wales Bangor, School of Education.Google Scholar